Elementary school mathematics curricula Grades 1 5 with respect to physical Instructional objects

2016-05-08
Bulut, Safure
Boz Yaman, Burçak
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Most of the people agree that mathematics is very important for everybody. “Every child can learn mathematics” as stated in the elementary school mathematics curricula of 2009 approved by the Republic of Turkey Ministry of National Education (MoNE)[1,p.7]. Unfortunately, the results of several international exams verify that a lot of students in different countries including Turkey have difficulties in mathematics[2]. The findings related to us have been supported with mathematics scores in our national exam results. There is a great need to determine the methods on how to teach and learn mathematics effectively. Thus, there are many research studies on investigating the effects of different teaching methods on students’ mathematics achievement. One of them is related to using the concrete materials in teaching and learning mathematics [3,4]. The use of concrete instructional materials in teaching and learning mathematics has very long history as “Manipulative materials were included in the activity curricula of the 1930s. The mid-1960s began another period of emphasis on using concrete objects and pictorial representations in mathematics instruction.”[5, p.498]. Moreover, according to Bruner and Piaget, young children can have some acquisitions from exploring concepts by using concrete materials[6,7]. “In Germany, the main advocate for the use of concrete models and dynamic instruments was Klein. In many ways, Monge in France and Klein in Germany set the standards for how mathematics was taught in Europe, Northern America and the Far East in the nineteenth and early twentieth centuries(Klein& Riecke,1904;see also International Conference on Mathematics and Mathematics Education (ICMME-2016), Fırat University, Elazığ, 12-14 May 2016566Schubring,1989)”[8,p.21]. We analysed three mathematics textbooks in 1920s and 1930s.There are some tasks to make conjectures such as sum of measure of interior angles of triangles by cutting paper and area of circle by dividing a paper into small sectors and the relationship between the volumes of square prism and square pyramid. There are also instructional materials such as pantograph and clinometer. We also have investigated a book on instructional materials in 1960s. Hence, the purpose of this study is to investigate our elementary school mathematics curricula (grades 1-5) from 1948 through 2015 with respect to utilization of the physical instructional objects. The present study is a qualitative study. The document analysis technique is used to analyse the data obtained from elementary school mathematics curricula documents approved by the MoNE in 1948, 1968, 1983, 1998, 2009, 2013, and 2015. They are coded by two researchers separately. These codes are compared and discussed to become consensus on them. The results of the study reveal that there are many explanations about how to use physical instructional objects in teaching and learning numbers, geometry and measurement in all mathematics curricula. They also are used in statistics and probability in mathematics curricula of 2009. They can be grouped as natural objects such as our body and stone; the productions for real life such as balls and clothes; and the objects produced by learners, teachers or companies such as counting sticks and geoboard. They have been utilized to teach and learn mathematics meaningfully, especially by using discovery learning method and explaining the conjectures.
Elementary school, Instructional material, Mathematics curriculum
https://hdl.handle.net/11511/72100
http://theicmme.org/docs/Abstracts_Book/ICMME-2016_ABSTRACTS_BOOK.pdf
International Conference on Mathematics and Mathematics Education (ICMME-2016), (12-14 May 2016)
Department of Secondary Science and Mathematics Education, Conference / Seminar

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Citation Formats
S. Bulut and B. Boz Yaman, “Elementary school mathematics curricula Grades 1 5 with respect to physical Instructional objects,” Fırat University, Elazığ, Türkiye, 2016, p. 565, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/72100.
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